CTP Ed 4 Selection and Organization of Content

CTP EDUC 4: UNIT 3

JOSEPHINE ANN J. NECOR, RN

OBJECTIVES:

•IDENTIFY THE PRINCIPLES IN SELECTING AND ORGANIZING CONTENT

•IDENTIFY THE QUALITIES TO BE OBSERVED IN THE SELECTION AND ORGANIZATION OF CONTENT

SELECTION AND

ORGANIZATION OF CONTENT

“There are dull teachers, dull textbooks, dull films, but no dull

subjects.”-Anonymous

What knowledge is truly essential and

enduring?

What is worth teaching and learning?

• How can students be helped in the construction of a more enriched knowledge-base?

• What strategies can be employed for teaching conceptual

understanding, thinking skills in the different levels, and

values?

GUIDING PRINCIPLES IN SELECTION AND

ORGANIZATION OF CONTENT

1.One guiding principle related to subject matter content is to observe the following qualities in the selection and organization of content:

VSSBIUF

1. VALIDITY

1. VALIDITY

Teaching the content that we ought to teach according to national standards

explicit in the basic education curriculum; it also means teaching the

content in order to realize the goals and objectives of the course as laid down in

the basic education curriculum.

2. SIGNIFICANCE

2. SIGNIFICANCE

What we teach should respond to the needs and interests of the learners,

hence meaningful and significant. Adapted from fink, L.D. (2003). Creating significant learning

experiences, Jossey-bass.

3. SELF-SUFFICIENCY

3. SELF-SUFFICIENCY

Content fully covers the essentials. Learning content is not "mile-wide-and-

inch-deep." The essentials are sufficiently covered and are treated in depth. This is a

case of "less is more."

4. BALANCE

4. BALANCE

Content includes not only facts but also concepts and values. The use of the three-

level approach ensures a balance of cognitive, psychomotor, and affective lesson content. A balanced content is something that is not too

easy to bore the above average student, neither not too difficult to turn off the

average. It is something that challenges the student. To observe the principle of balance, no topic must be extensively discussed at the

expense of other topics.

5. INTEREST

5. INTEREST

Teacher considers the interest of the learners, their developmental stages and cultural and ethnic background.

6. UTILITY

6. UTILITY

Will this content be of use to the learners? It is not meant only to be memorized for test and grade purposes.

What is learned has a function even after examinations are over.

7. FEASIBILITY

7. FEASIBILITY

The content is feasible in the sense that the essential content can be covered in the amount of time available for instruction. A guaranteed and a viable curriculum is the first in the school- related factors that

has the greatest impact on student achievement. (Marzano, 2003)

•IT IS OBSERVED THAT THERE IS SO MUCH CONTENT TO COVER WITHIN THE SCHOOL YEAR, SO MUCH SO THAT TEACHERS TEND

TO RUSH TOWARDS THE END OF THE SCHOOL YEAR, DO SUPERFICIAL TEACHING

AND CONTRIBUTE TO NON-MASTERY OF CONTENT.

What are the qualities to be

observed in selecting and organizing

appropriate content?

VSSBIUF

2. At the base of the structure of cognitive subject matter content

is facts. We cant do away with facts but be sure to go beyond

facts by constructing an increasingly richer and more

sophisticated knowledge base and by working out a process of

conceptual understanding.

HERE ARE A FEW WAYS CITED BY COGNITIVE PSYCHOLOGISTS (ORMROD, 2000) BY WHICH YOU CAN HELP YOUR STUDENTS:

o PROVIDING OPPORTUNITIES FOR EXPERIMENTATION

o PRESENTING THE IDEAS OF OTHERS

o EMPHASIZING CONCEPTUAL UNDERSTANDING

o ORGANIZE UNITS AROUND A FEW CORE IDEAS AND THEMES

HERE ARE SOME SPECIFIC STRATEGIES THAT CAN HELP YOU DEVELOP CONCEPTUAL UNDERSTANDING IN YOUR STUDENTS: (ORMROD, 2000)• EXPLORE EACH TOPIC IN DEPTH

• EXPLAIN HOW NEW IDEAS RELATE TO STUDENTS OWN EXPERIENCES AND TO THINGS THEY HAVE PREVIOUSLY LEARNED.

• SHOW STUDENTS THAT CONCEPTUAL UNDERSTANDING OF SUBJECT MATTER IS FAR MORE IMPORTANT THAN KNOWLEDGE OF ISOLATED FACTS

• ASK STUDENTS TO TEACH TO OTHERS WHAT THEY HAVE LEARNED – A TASK THAT ENCOURAGES THEM TO FOCUS ON MAIN IDEAS AND PULL THEM TOGETHER IN A WAY THAT MAKES SENSE

• PROMOTING DIALOGUE

• USING AUTHENTIC ACTIVITIES

• 3. Subject matter content is an integration of cognitive,

skill, and affective elements.

• COGNITIVE - facts, concepts, principles, hypothesis, theories, and laws

• SKILL - thinking skills as well as manipulative skills• AFFECTIVE - values and attitudes

Philippine Normal University Certificate in Teaching Program – Educ 4

SY 2013-2014, 2nd semester COGNITIVE SKILLS AFFECTIVE

Fact Concept Principle Hypotheses Theories Laws

Thinking Skills Divergent Convergent Problem solving

○ Algorithm ○ Heuristic

Metaphoric Critical

○ Verbal reasoning ○ Argument analysis ○ Hypothesis testing ○ Decision making

Creative ○ Awareness ○ Curiosity ○ Imagination ○ Fluency ○ Flexibility ○ Originality ○ Elaboration ○ perseverance

Manipulative Skills

Attitudes and values are the apex of the triangle

It is the teaching of values that teaching of facts, skills and concepts become connected to the life of students, thus acquiring meaning

AFFECTIVE

SKILLSCOGNITIVE

REFERENCES

RETRIEVED JANUARY 3, 2014:

•HTTP://WWW.SLIDESHARE.NET/RUTHAA/SELECTION-AND-ORGANIZATION-OF-CONTENT

•HTTPS://WWW.GOOGLE.COM.PH/?GWS_RD=CR&EI=MC7GUOTAB6EFIAFTVYDWDA#Q=SELECTION+AND+ORGANIZATION+OF+CONTENT

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